Students will have a working knowledge of:The principles of scientific research and their application in simple researchprojects.The processes, techniques, methods, equipment, and available technology of science.

Matter often changes, sometimes gradually and sometimes rapidly. Changes maybe physical or chemical. Physical changes yield the same matter, same charateristics, in a different form. Chemical changes yield a new and differentsubstance.

1. Students will be able to identify gradual and rapid changes in matter.2. Students will be able to identify a physical change in matter and explain why it is a physical change.3. Students will be able to create and identify a chemical change and explain why it is a chemical change.

1. Introductory discussion- What is Matter? What are the three states of matter? Name the three states of water. What makes them change? Which changes are usually gradual? Which changes are usually rapid? What is the meaning of gradual, rapid, physical and chemical changes?2. Take pieces of ice and allow the students to hold them. Ask them what is happening to the ice. What kind of changes are occuring. How can we speed up the process?3. Allow students to look at small pieces of chocolate. Wrap them in small pieces of foil. Now hold them in their hands. While holding them let them each tell something about chocolate. Next, open their hands and unwrap the candy. What has happened? What kind of changes took place? Do you have the same substance or a new substance? How do you know? Taste it.4. Read the mystery poem. Write one line about the life of a pop corn kernel. You can pretend to be the kernel. Use a test tube, a drop of oil, pop corn kernel, test tube holder and a candle and pop the kernel.5. Discuss what happened. What kind of changes occurred?6. Take a sugar cube wrap it a paper towel crush it. What kind of change occurred? Describe the substance. Taste the substance. Take a piece of aluminum foil to form a spoon, attach a clothes pin. Light a candle. Heat the crushed sugar. Do not allow it to burn. What kind of change occurred? Describe the new substance. Taste the substance.

Performance Assessment:

Students will receive two wooden splints, a candle and aluminum foil. Instructions are to use the equipment and create changes in matter. The matter must change in two ways- physically and chemically. Students will write out their strategies as to how they will make the physical change occur. Outline how to create a chemical change.

Students must create a situation where the splints are broken to create a physical change. The splints must be burned to create a chemical change.